Kaitaia Intermediate has shown how much they value the wellbeing of their teachers
Weet-Bix Kids TRYathlon
A fun event bringing schools and community together Movement Across the Curriculum
Incorporating movement into curriculum areas at Pukepoto School
Nau mai, haere mai ki Pūrākau o ngā kura, our first edition sharing stories of schools from around Te Tai Tokerau for 2025.
We hope these stories inspire some new thoughts, remind you of great things you might be doing and give you ideas of new things you could try. We love celebrating schools who are doing amazing things, driving rich kaupapa and creating healthy, active environments for tamariki and staff. If you have something that you think other schools could learn from, or that has had a huge impact on your students engagement in learning or contributed to the hauora of your school, please share it with us.
Featured in this edition are stories of teacher wellbeing at Kaitaia Intermediate, linking history with learning at Waiotira Primary School (shout out to kaiako Amanda who has written this story), schools collaborating together in the Mid North and providers collaborating together to enhance a programme at Raurimu Avenue School. Integration of movement across the curriculum is a huge part of the mahi that we promote and would like to support schools with, and the story in here from Pukepoto School is one example of what that can look like.
Our team is here to support you, and we want to be useful, so please do reach out to us and we will do what we can. Our roles are to support schools to be active, healthy environments with strong connections to their communities. We hope you enjoy reading these stories from schools who are showing how they bring this goal to life.
Read on for the stories from your schools. Healthy Active Learning Te Tai Tokerau.
Kaitaia Intermediate has shown how they value teacher wellbeing and what can happen as a result
In the heart of the Far North sits Kaitaia Intermediate with a leadership team who are determined to make a difference beyond academic excellence. Recognising that the wellbeing of teachers is crucial to fostering a thriving educational environment, Kaitaia Intermediate implements a series of innovative wellness perks to keep kaiako feeling valued and inspired throughout the year.
Deputy Principal Ange says “when I think about wellbeing the following quote springs to mind ‘A person who feels appreciated will always do more than is expected’. It’s not about people doing more.... it’s about feeling valued and appreciated and if you are, then you are happy to do what is needed to the best of your ability. If you work hard for and look after others - it is often reciprocated in many different ways. Valuing, appreciating and prioritising wellbeing has a ripple effect. If you model it - you’ll see it happen in other places/settings/in various ways with various people.
You also have no idea what is going on for people. A simple thought or act around wellbeing can have an enormous positive effect on people. It promotes a culture of care and awhi - and you can’t go wrong in terms of that.”
Across the last few years, one of the wellbeing initiatives has been teacher wellbeing days which offer time to spend away from mahi, in whatever way they choose, with classes covered by relievers. Other initiatives are cooked breaky before school starts, peer shout outs in the photocopy room (which are anonymous and a winner each week wins a prize), ice cream orders delivered to their classrooms and the occasional visit of the coffee van onsite for morning coffee shouts. Wellbeing weeks have also been introduced, in line with the maramataka calendar.
During these weeks, to help staff rest, no staff hui take place and an ‘all staff out by 3.30pm’ rule is implemented for that week. Feedback from staff on
these weeks is positive, with staff saying they mostly get to leave when they choose at the end of the day usually, however they said it was nice to be given permission to go early and their families appreciated having them home early on these days.
As these programmes are implemented, the positive changes begin to ripple through the school. Teachers start to express a real sense of appreciation and feel good energy. This shift is not just a personal benefit but professional. They start incorporating more engaging and innovative methods into their teaching practices, which, in turn, creates a more dynamic and supportive classroom environment.
Some teachers were initially skeptical about the wellness initiatives, but can attribute them with improvements in their own wellbeing. Feedback from staff includes “it definitely goes a long way - shows some appreciation and gratitude and motivates us to keep doing what we do!”, “I needed a little boost and this was it” and “it’s just what I needed”.
The positive atmosphere spreads throughout Kaitaia Intermediate. Staff are able to recognise the effect these small initiatives have on their own wellbeing and therefore are more conscious about student wellbeing and how to implement little things to contribute to improving these spaces. Student initiatives are being added into the mix. These include KIS GOLDEN TICKETS & Peer shout outs. Teachers also make phone calls home to whānau for good things students are doing at school on a regular basis to make sure whānau are aware of the amazing things their kids get up to no matter how big or small.
The leadership team at Kaitaia Intermediate would encourage all kura to have a think about small ways they may be able to show their kaiako that their wellbeing is important and valued. They believe 100% that the small things matter and that simple acts of appreciation can have an enormous often unseen positive effect on peoples lives.
Written by Amanda Ball
Community history has contributed to a beautiful learning and community space at Waiatira
100 years ago the original school building was located on the left hand side of Ararua road above the domain in what we now call ‘the school paddock’. Between 1959 and 1961 the school building was relocated across the road. The original school site continued to be owned by the school and local shepherds grazed the paddock.
On the original school site a kauri tree had been planted and it had grown nice and straight. A well known historical Waiotira yarn is about how a few of the local boys at the time, decided the kauri tree would provide the perfect timber for a bow and arrow and chopped it down. A new kauri tree was planted in replacement but it sadly did not survive. Surprisingly, the original tree sent out new shoots and to this day it stands tall and strong at the entrance of our māra kai nui. We want to protect this precious taonga and so have had the Whangarei District Council come out and educate us about kauri dieback and how we can best look after it.
Last year it was decided that we would like to start using the ‘school paddock’ again and decided to plant some fruit trees and begin to develop an orchard that the community could enjoy in years to come. We wanted the sheep to still help with maintaining it, so we put removable cages around the trees when the sheep are put into graze. We didn’t want to make anything permanent in that
space until we got a feel for how we could best use it and we wanted to have the sheep continue to graze. Initially we created some tyre gardens and successfully grew watermelons, zucchini and some pumpkins over the summer. We transported water over the road and managed to get a hose to reach over the road to fill up drums with water to make watering easier. We put mesh up around the gardens to protect them from the sheep but it quickly became apparent that we needed some source of water over there if we wanted to continue to grow vegetables in this space.
We shared this idea with our local builder and he drew us a plan of how we could capture and collect water. We received funding from the Whangarei District Council Enviro Leaders grant which helped us to purchase the timber, we had 2 x 1000L tanks donated to us and Phil our local builder, donated his time to build the water capturing structure.
Within the first week of it being ‘hooked up’ we had captured 2000L of water ready for summer!
We have continued to plant more fruit trees in our māra kai nui, which most have been donated to us by local families and Bunnings Warehouse Whangārei. We had our local fertiliser rep come and take soil samples over in the māra kai nui and then he came and talked to the students about the test results and the type of soil we have out here and suggested what we could do to improve our soil.
We then had the Tauraroa Area School Trades team, which is a group of students who complete building projects in local schools, come out and build 4 raised gardens for us in the māra kai nui and we have filled them with compost donated by Fonterra. We are very excited to get our new summer seedlings planted into our new gardens, which we have grown ourselves.
For many years our school has had bees and we have taken part in the Tahi Bees Friends programme. We receive support from Tahi Bees to look after them and we are given the honey collected from the hives. We sell this honey as a fundraiser and also give it away as thank you gifts. Recently we have moved the hives into the māra kai nui.
Our vision is for this space to be collaboratively maintained and enjoyed by and with our community. Phil, our builder, also built us a sharing trolley that we put our honey, fresh produce and anything we have made to share and wheel it out onto the roadside every morning.
On our whanaungatanga Fridays, students will also harvest, cook and enjoy the fresh produce too.
We would like to make this space a place where our whānau, friends and community want to come and hang out and enjoy the fresh produce grown by our students.
The above story was shared with the Healthy Active Learning, and we just thought it was such an amazing journey, so we followed up to gather some further information below.
Our gardening journey begins with student engagement, as they brainstorm familiar fruits and vegetables. This initial step naturally leads to research with climate-appropriate crops, introducing students to local agricultural knowledge. The learning expands to include companion planting and natural pest control methods, fostering an understanding of ecological relationships.
A significant aspect of our curriculum involves studying marmataka (Māori lunar calendar) and its application to gardening. This integration of traditional knowledge with modern practices not only teaches students about cultural heritage but also about sustainable agriculture and wellbeing.
Future learning plans include comparative studies between plants grown following the lunar calendar and those that aren’t, encouraging scientific observation and data analysis skills.
The junior students’ frequent, self-directed interactions with the mara kai nui demonstrate high levels of engagement and responsibility. They independently water plants, monitor fruit trees, and harvest produce, showing initiative and developing a sense of ownership.
This hands-on approach fosters observational skills as students eagerly note changes in plant growth, ripening fruits, and emerging seedlings. The daily enthusiasm to visit the garden indicates a strong emotional connection to the learning environment.
Some of the Benefits of Garden-Based Learning
1. Physical Development: Gardening activities promote physical fitness through tasks like digging, lifting, and carrying water.
2. Nutritional Education: Direct involvement in food production deepens students’ understanding of nutrition and encourages healthier eating habits.
3. Critical Thinking: Garden maintenance presents real-world problem-solving opportunities, such as efficient watering methods or planting measurements without conventional tools.
4. Responsibility and Achievement: Caring for plants instills a sense of responsibility, while successful harvests provide tangible rewards for their efforts.
5. Sustainability Education: Students learn practical sustainability concepts through water conservation, composting, and waste reduction practices.
6. Interdisciplinary Learning: The garden serves as a living laboratory for subjects like science, math, and environmental studies.
There are a few themes that emerge when you talk to the students about what they are noticing. These include how much they are enjoying their harvest, how good it is to eat the fresh produce they grow together in the garden. There’s something special about tasting the fruits of our labour!
The below summarises some of the feedback gathered from students into common themes:
Getting Ready to Learn: I really enjoy watering the plants. This simple task helps me prepare for learning and sets a positive tone for our activities.
Teamwork in Action: Working together to protect our plants from pests is a rewarding experience. By collaborating, we help our plants thrive and stay healthy.
Learning Outdoors: We feel so happy being outside and learning in a different way. The garden makes our lessons more interesting and engaging!
Applying Family Traditions: I love using the gardening knowledge my grandma taught me in her garden here in the mara kai nui. It’s wonderful to connect my family traditions with what we’re doing now.
Creative Cooking: Picking fruits and vegetables from the garden is exciting, especially when we use them to bake! We’ve made delicious carrot, raspberry, and chocolate cakes using our own ingredients.
Daily Observations: I enjoy checking on the plants every day, especially the raspberries. Watching them grow brings me joy and anticipation.
Appreciating Nature: The Kauri tree is an impressive part of the mara kai nui. I love it’s size and all the interesting things it has to offer.
Waiotira School on it’s original sight, which is now called the ‘school paddock’ 1952
Working together led to a new opportunity for these small schools
The Sanitarium Weet-Bix team travels across the country throughout the year, hosting the popular Weet-Bix kids TRYathlon — a fun, engaging twist on the classic triathlon, with different versions held in various locations.
Kaikohe has been fortunate enough to host these events for the past few years, and this year, the team decided to extend the invitation to all schools in the Mid North for an event in March. Over 800 students participated in this larger-than-life event.
However, the reality is that some smaller rural schools face logistical challenges, such as long travel times, or being able to get the balance between student-teacher ratios which means they aren’t always able to access the large scale events. Recognising this, Stacey Tipoki, kaimahi from Sport Northland, noticed that three local schools, clustered in the same area, were unable to attend. She reached out to the Weet-Bix team with the idea of hosting their own mini event, and they enthusiastically supported the plan.
In Term 4 of 2024, Umawera School hosted a special Weet-Bix kids TRYathlon event, filled with excitement, energy, and camaraderie. The event, which brought together three small rural schools, showcased the power of community and active collaboration.
Planning began in earnest, with Umawera School’s Principal, Christine Gilmore, taking the lead. Christine is passionate about fostering interschool connections and collaboration through active events, and her school was thrilled to host. The event was initially scheduled for Term 2 but had to be postponed due to weather. Despite the delay, the dedication of the school leadership, combined with Stacey’s support as the Healthy Active Learning School Connector, ensured the event came to fruition.
In November, Umawera School hosted Mangamuka and Horeke Schools for an unforgettable day of teamwork, sports, and fun. The event’s success can be attributed to the enthusiasm generated through training sessions at each school and Stacey’s visits, which helped alleviate any pre-event anxiety and build excitement. As a result, 58 students from these rural schools participated, creating a vibrant atmosphere full of energy.
Stacey worked closely with Christine to design a course that incorporated the classic triathlon format of running, biking, and swimming. Thanks to the perfect layout of Umawera School’s grounds, the event was set to go ahead smoothly.
To foster a sense of unity, students were grouped into mixed teams, representing all three of the schools. The day began with a karakia, followed by an icebreaker session where students developed their team names, logos (displayed on banners and attached to rakau), and chants. This helped generate team spirit and excitement.
Mariah Piru and Darren Gilles, Principal and Kaimahi from Horeke School, shared that this was one of the most valuable parts of the day. They observed meaningful connections being formed as students, teachers, and parents bonded, enhancing the event’s overall sense of community. The students formed lasting friendships and enjoyed spending time with their peers from other schools.
Throughout the day, there were snack and play breaks, giving students the opportunity to fuel up on healthy kai and enjoy free play with children from other schools. Stacey remarked, “It was so heartwarming to see the kids supporting each other”.
Legacy Ngatai, a student from Horeke, highlighted the teamwork spirit, saying, “My favourite part was helping the younger kids finish the race. This kind of event brings so much positivity.”
The Principals from each of the three schools agreed that these events are especially important for smaller rural schools, as they offer students a chance to connect with others their age. As Darren Gilles from Horeke said, “It’s great for Tuakana to play with Tuakana, instead of spending the whole day with Teina.”
After the event, the students enjoyed a well-earned lunch, including a sausage sizzle, and had the chance to try out the popular smoothie bike, which was a big hit with both kids and teachers. The day ended with a prize-giving ceremony, where every participant received a medal. Christine awarded special prizes for leadership, teamwork, and school spirit, with a few surprise spot prizes thrown in. The event was a resounding success, and the pride and happiness of the students were evident.
In the lead-up to the event, some students had expressed concerns about slower teammates potentially feeling disappointed in themselves or causing disappointment for others. This presented a valuable learning opportunity for the students to discuss what it means to be a good teammate, have a positive attitude, and contribute to a supportive and enjoyable experience for everyone.
Thanks to the support from the Weet-bix kids TRYathlon team, each student received a t-shirt, a bag of goodies, and a medal. The event also highlighted the importance of collaboration between schools and external support providers, which was crucial to its success. Jade Markiri from Ara Whakamaua and staff from Mana Ake helped out at the bike section of the course, ensuring the kids received support and encouragement. Jade says “These events are important to us because they are important to the schools and at the end of the day we all have the same goal, the overall health and wellbeing of each school and all those who go there.
We want to make sure everyone is happy and having a good time and give them the same kind of opportunities the other schools have. Mariah Puru kai awhina from Horeke shared a heartfelt moment when she recognized a student from Mangamuka struggling in the pool, and immediately jumped in to assist, ensuring the child completed the swim leg successfully.
This Weet-bix kids TRYathlon event was more than just a race — it was a celebration of teamwork, community, and the power of small rural schools coming together to create positive, lasting connections.
Working alongside others for the benefit of students hauora and learning
Back in June 2024, a simple planning kōrero between Principal Celia, TTK, and Healthy Active Learning School Connector took place discussing the learning potential of infusing Physical Activity Leadership (PAL) into an exciting term kaupapa, involving TTK Kaimahi coming into the school and mentoring students by using basketball as the tool of engagement, through students passion of sport. The gold nugget within this collaboration was how fast everyone moved on an idea to create sustainability through a bigger picture focus for the students.
Originally TTK mentors were in school to do their basketball kaupapa, in the end, the TTK mentors also supported senior students with PAL and kaiako assisted with developing the skill of planning with the PAL group on a Friday to roll out the game the following week.
Kaiako Whaea Monique said she was blown away by the leadership learnings that students were displaying when she saw the PALs in action following their mentorship with TTK. “We are noticing tamariki take the mentors teachings and leadership style and apply them when they do the games with their peers”.
Celia said “TTK bought their positive vibes and sporting abilities to nurture the physical, mental and emotional wellbeing of our ākonga”.
Integrating PAL meant the TTK team created a sustainable approach by the end of their time with Raurimu School and although the mentoring programme came to an end, the PAL kaupapa is ongoing. During their time at Raurimu, TTK noticed a significant improvement in the behaviours and attitude of the students, from
watching and observing, to taking control of games during lunchtime and becoming leaders of the school. Students were having fun and trying new things while developing skills which make great leaders. The PAL group have planning sessions on Fridays with Whaea Monique, to plan their activities for the following week.
Having different agencies share ideas has contributed to greater support for school kaiako to further create rich and ongoing learning for the students at Raurimu, showing gold can often be achieved through collaboration.
The Onerahi Orbit also shared a story written by Tumuaki Celia, you can read it here
Check out the student PAL handbook that helped frame this kaupapa from Sport Bay of Plenty
And the Facilitator PAL handbook as well
A simple idea can lead to big things, as shown by Pukepoto School
The junior class at Pukepoto School, led by Debra Vela, are an enthusiastic class of learners. Deb recognised that her students were craving movement, as they were not settled when sitting and listening. She also wanted to work with them on taking turns and problem solving.
Deb has taken a proactive approach through openended thinking, and with dedication for her class to use a student led approach, to find solutions that will enhance her student’s day by bringing fun and engaging opportunities back to life in and out of their classroom. Working with Ebony Paaka from Healthy Active Learning, Sport Northland, the class introduced a ‘Movement board’ to cater to the needs of her students and fuel their interests, needs and motivation to learning.
What started with a need to refocus and settle a class led to a fundamental skills movement board, which has it’s place up on the wall alongside reading, writing and maths. This creation has excited both students and staff, engaging and uniting them in their day by opening up the possibility of relevant, meaningful learning by integrating physical activity into the daily learning routine.
In a time when we are strictly told how much time should be allocated to certain things and where technology and digital tools can easily dominate the classroom.
Pukepoto School is proving that sometimes the most effective learning strategies are those that incorporate the simplest of human elements, like movement.
The Movement Board is a tool that encourages and incorporates fundamental movement aiding development alongside their regular reading, writing and math plans. This was something the students were craving.
As a junior class of ages of 5-7 these children are still in the developmental stage where they need physical activity to inhibit important reflexes and brain development. Ellie Davidson, Senior Regional Play Consultant at Sport New Zealand said, “This innovative approach is not just about making learning more engaging, it’s also enhancing cognitive function, coordination, improving focus, and fostering a more inclusive classroom environment. It caters to the needs in the classroom while minimising behaviour management”, says Ellie.
The idea of the Movement Board came after Debra observed how often the students struggled to sit still for longer periods of time during lessons, as well as their need to interact with each other, practise social skills like taking turns, and speaking and listening. “It became clear to me that the more students sat, the more restless and distracted they became, we would use the playground to create obstacle courses, and the students loved that.” says Debra Vela.
After consulting with Ebony we started thinking, how can we channel that energy into something more productive while still maintaining the integrity of the lesson? Reaching out to Ebony from Healthy Active Learning helped me to realise that the children craved movement in their day and to understand them more developmentally. I knew they needed time to experience movement and encouragement to feel success in their day. And a strict timetable can sometimes make it hard to fit everything in to the school day or learning week, finding the time for movement can often feel restricted.
However, the Movement Board has demonstrated that incorporating such activities can actually lead to accelerating success, as the students become more focused and developmentally ready to learn. They know they are going to get movement throughout their day, so having to sit still or complete tasks feels more manageable to them now. The Movement Board was created and is positioned alongside the Reading,
Writing and Maths timetable in our classroom, the board includes a variety of simple exercises that students can do between lessons or as short or long breaks, depending on time, in or out of the classroom”.
The activities have been co-designed and personalised with the class from the Movewell resource and other creative sources online to suit their needs. They can be used as a tool for classroom management, wellbeing and social emotional regulation and growth. The activities are strategically chosen to help students refocus and refresh their minds as well as work on things like motor development, turn taking, problem solving and building relationships.
Debra, with the help of teacher aide Kayleigh, integrated the Movement Board with ease into the daily structure. With resources prepared and kept at hand in a classroom basket. Students can be encouraged to choose an activity off the board. These short bursts of movements help increase blood flow, boost energy and provide the movement skills essential to inhibiting reflexes at the developmental age of the junior class.
Kayleigh says, “The effects have been impressive, with improved concentration and calmer students. The teacher and I have noticed that students are more focused and better able to manage themselves after incorporating movement into their routines. The activities are manageable and easy to do throughout the day, making movement whether spontaneous or planned a regular part of their school day, it’s awesome and more connecting for the students. We have really noticed a difference in how they are getting along with each other and being able to concentrate for longer periods of time”.
“We have definitely seen a positive shift,” says Tracey King, Principal at Pukepoto School. The Movement Board has led to further exploration of movement opportunities to enhance the development of fundamental movement skills and with thanks to Tu Manawa funding, the school’s initiative has now led to taking the class to gymnastics once a week. As well as the purchase of additional school resources to support this kaupapa and fundamental motor skill development during lunch breaks and at home. This reflects the school’s dedication to nurturing the whole child in education. “It’s clear that when their physical needs are met, their mental capacity to absorb and retain information increases, along with their ability to interact and understand each other, building important lifelong social skills,” says Tracey King.
Research into the relationship between physical activity and cognitive function was further enhanced through the support of Senior Regional Play Consultant, Ellie Davidson, from Sport New Zealand, who supports the provision of quality play opportunities within schools throughout New Zealand. “Movement is critical for brain development, especially in young children. Incorporating physical activity into the school day can improve memory, concentration, and get the children ready for learning.” Says Ellie.
For students in the junior class at Pukepoto School, the Movement Board has created space where both their minds and bodies can thrive. Student feedback has sounded like;
“I feel like I can learn better”.
“ I like playing on the park at school, it helps me to learn about myself”.
“ I like playing, I learn about pluses and maths”.
“ It’s fun playing at school, it makes me feel good”.
“ It helps me do my reading, I like reading eggs and playing ipads”.
“ I like it in the pool, I listen in the pool”.
“ I like playing with my friends, the handball game is fun” .
“ I feel nice and calm after playing”.
“I like learning how to climb stuff”.
“Doing fun stuff helps me to learn how to read”.
“ I love going to school on our gymnastics day!”
The Movement Board gives students a positive break, an outlet for growing energy and a sense of accomplishment when they achieve a new skill, like balancing the bean bag on their shoulder or knee or taking turns passing a ball with each other.
It is developing their whole sense of self and giving them confidence in who they are,” says Debra. “It’s all about setting the whole child up for success across all areas of learning.”
“The Movement Board and gymnastics have been a game changer for our son”, says parent Nicole Joesph. “He’s always been a kid who struggles to sit still, he’s still young. He looks forward to going to school and is more engaged with his lessons, feeling more capable. It’s made a huge difference. Our son actually comes home and is actively talking about his day. Telling us about it when he comes home from school with excitement! Mat time was always a struggle for him, sitting down - his behaviour has been changing and he’s been having really good days of actually doing reading and writing in his day. He’s up and ready for school, motivated, especially on the days he has gymnastics. We’ve seen and heard really good feedback from his teacher too and it’s been an encouraging factor for us and him to go to school. He’s really excited and a lot more motivated because he knows he’s going to do something that he really enjoys”.
For now, the Movement Board remains a favourite feature of the classroom, and its impact in the students’ enthusiasm is undeniable. Coupled with the weekly visit to Kaitaia Gymnastics and weaving this skill alongside movement in the pool with the schools’ swimming programme, these students are being offered opportunities to experience success and a love of learning across a range of curriculum areas.
In a world where education often increasingly focuses on academic performance, Pukepoto School is leading the way in demonstrating that movement and joy are essential to a child’s success.
Amy Murray
School Connector
Far North
No Hokianga ahau kei Ahipara tōku kainga inaianei
Ann Morrogh-Yates
Facilitator
Far North
Ebony Paaka
School Connector
No te whenua moemoea ahau engari e ngakautia ana ki Hokianga kei Ahiparapara ahau e noho ana.
Lewis Wallace
Project Team Lead
Mid-North
Komene Marino
School Connector
E ngakau nui ana ki a Ihu Karaiti.
Ko te Āo hakinakina tōku kai I te ao, I te po.
He kura honongaahau ki Te Tai Tokerau
Joel Quitta-Moses
School Connector
Hokianga
Deanna Saxon
Facilitator
Te Hiku o Te Ika
Gina Matiu
School Connector
Mid North-East
Stacey Tipoki
School Connector
Mid-North
Jen Fielden
Healthy Active Learning Lead
No Kirikiriroa ahau kei Whangārei tōku kainga inaianei
Erin Steel
Project Team Lead
Whangārei
Leesa Andrewes
School Connector
Kaipara-Whangārei
No Dargaville ahau kei Baylys
Beach tōku kainga inaianei
Sam Tracey
School Connector
Whangārei-Kaipara area
Healthy Active Learning is a joint government initiative between Sport NZ, Te Whatu Ora Health New Zealand, and Ministry of Education to improve the wellbeing of tamariki and rangatahi through healthy eating and drinking and quality physical activity.
Sport Northland
97 Western Hills Drive, Kensington, Whangārei. www.sportnorthland.co.nz
Vision: Purpose:
All Northlander’s moving more for enhanced wellbeing
To enrich Northlander’s lives by inspiring and enabling more movement